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School Psychology 2010: Results of the National Membership Study

School Psychology 2010: Results of the National Membership Study. Jose M. Castillo Michael J. Curtis Ashley Chappel Jennifer Cunningham University of South Florida. February, 2011 Presented on Behalf of the NASP Research Committee. Historical Background. Need for National Database

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School Psychology 2010: Results of the National Membership Study

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  1. School Psychology 2010:Results of the National Membership Study Jose M. Castillo Michael J. Curtis Ashley Chappel Jennifer Cunningham University of South Florida February, 2011 Presented on Behalf of the NASP Research Committee

  2. Historical Background • Need for National Database • Legislators and Policy Makers • Accrediting Bodies • Funding Sources • State Credentialing Agencies • Training Programs • Employers

  3. Background (cont’d) • NASP Policy: National Study Every 5 Years • 1989 - 1990: Graden & Curtis • 1994 - 1995: Curtis, Hunley, Walker, & Baker • 1999 - 2000: Curtis, Grier, Abshier, Sutton, & Hunley • 2004 - 2005: Curtis, Lopez, Batsche, & Smith

  4. Research Method Survey Instrument • Development • Pilot Testing by Practicing School Psychologists • Leadership Review • Expert Review • Consistency of Core Over Time • Revised with Input from NASP Leadership

  5. Method (cont’d) Survey Instrument (cont’d) • All Responses Based on 2009-2010 School Year • 39 Items • Items 1 – 19 Completed by All Respondents • Items 20 – 39 Completed only by School Psychologists whose primary employment during 2009-2010 was full-time in school setting

  6. Method (cont’d) • NASP “Regular” Members • 20% Random Selection by State • Incentives for Participation • Five Awards of One-Year NASP Membership

  7. Method (cont’d) • Four Mailings: Initiated June, 2010 (2,885) • Postal/ PaperMailing: 2,317 (80%) Cover Letter, Survey, Return Envelope with Code Number • On-line Mailing: 568 (20%) Cover letter with link to Survey Monkey and Code # “Submit” Completed Survey, linked to Second Site to input Code # • Confidentiality

  8. Method (cont’d) Completed/Usable Surveys: On-Line: 214/568 37.7% Postal: 1058/2317 45.7% Total: 1272/2885 44.1%

  9. Demographic Characteristics • Professional Roles • Gender • Ethnicity • Age • Preparation • Credentialing • Professional Association Memberships

  10. Context for Professional Practice -Primary and Secondary Employment -School Setting -Salary -Length of Contract -Ratio of Students to School Psychologist -Percent Minority Students Served -Supervision, Mentoring, Support

  11. Professional Practices • Initial Special Education Evaluations • Special Education Reevaluations • Consultation • Counseling • Student Groups • In Service Programs • Presentations for Parents • Time Devoted to Different Services • Intensive Interventions, Early Intervening Act’s, School-wide Services/Supports for All Students

  12. Demographic Characteristics

  13. Professional Roles • Practicing School Psychologist: 80.6% • University Faculty: 7.5% • Administrator: 4.5% • State Department: 0.1% • Other*: 7.3% *Behavioral Specialist, Educational Consultant, Counselor, Intervention Specialist

  14. Gender (Percent) Total FieldSch PsyF-TUniv Female 76.6 78.1 76.1 61.7 Male 23.4 21.9 23.9 38.3

  15. Gender (Total Field)

  16. Gender for University Faculty *As reported; does not equal 100%

  17. Ethnicity

  18. Mean Age

  19. Percent Age: 40 or Younger and 50 or Older

  20. Highest Degree in School Psychology * * When those respondents who reported having a doctorate in an area other than school psychology were included, the total percentage with a doctorate = 32.2%

  21. Preparation: Specialist Level* or Higher *60 Graduate Semester Hours

  22. State Credentials

  23. Credentials & Non-School Practice • For 16.8%, certification allows practice outside the school setting • For 61.4%, licensure allows practice outside the school setting

  24. Percent Holding Doctoral & Non-Doctoral Licenses

  25. Professional Memberships • State School Psychology Assoc: 68.6% • Nat’l Education Assoc: 31.3% • American Fed. Of Teachers: 7.6% • Local Teacher Union: 28.0% • American Psychological Assoc: 15.7% • Division 16 of the APA: 10.9% • American Counseling Assoc: 1.4% • Council for Ex. Children: 5.4%

  26. Context for Professional Practice -Primary and Secondary Employment -School District Setting -Salary -Length of Contract -Ratio of Students to School Psychologist -Percent Minority Students Served -Supervision

  27. Primary Employment Setting • Public Schools: 83.7% • Private Schools: 6.4% • Faith-Based Schools: 2.6% • University: 7.4% • Independent Practice: 3.5% • Hospital/Medical: 0.8% • State Department: 0.6% • Other: 3.7% Note: >100% because multiple choices possible

  28. Secondary Employment Settings • Public Schools: 2.9% • Private Schools: 0.7% • Faith-Based Schools: 0.7% • University: 7.8% • Ind Practice: 5.8% • State Dept: 0.4% • Hospital: 0.7% • Other: 2.6%

  29. Full-Time School-Based Practice The following data are based on responses to items 20 through 39 by school psychologists who are employed full-time in a school setting (public, private or faith-based, preschool through high school)

  30. School Setting Urban = 26.5% Suburban = 43.4% Rural = 24.0% Combination = 6.1%

  31. Contracts and Salary (Full-Time Practitioner) • Contracts: • 47.9% have contracts of 170 to 190 days • 38.7% have contracts of 200 days or more

  32. Ratio of Students:School Psychologistfor District where Employed Mean Ratio in 2009-2010 = 1383:1 (District)

  33. Service to Students Who are Members of Racial/Ethnic Minority Groups • Nearly All school psychologists (97.4%) serve students who are members of racial/ethnic minority groups • More than one-half (52.6%) serve 25% or more minority students • 36% serve 50% or more minority students • Only 9.3% of school psychologists in sample are members of racial/ethnic minority groups

  34. Supervision • Admin. Supervision: 56.2% • Systematic Support/Mentoring: 28.5%

  35. Professional Practices

  36. Section 504 Plans • 75.4% of responding school psychologists who are full-time in school settings participated in developing Section 504 plans. • Mean of 6.6 504 Plans for 2009-2010 1999-2000: 77.7%, Mean = 9.3

  37. Percent by Number of Initial Special Education Evaluations Completed Mean Initial Evals for 1999-2000 = 39.9 Mean for 2009-2010= 27.3 6.4% did no initial evals – not included above

  38. Percent by Number of Special Education Reevaluations Completed Mean for 1999-2000 = 37.0 Mean for 2009-2010 = 33.3 4.6% did no reevaluations

  39. Consultation Cases Completed

  40. Percent by Number of Students Served Through Individual Counseling Mean Number of Students Counseled = 10.4

  41. Number of Student Groups Conducted

  42. Percent by Number of In-Service Programs Conducted Mean Number Programs in 2009-2010 = 3.0

  43. Percent by Number of Parent Presentations Conducted • Mean number of presentations = 0.8 • 69.4% of school psychologists report providing no presentations to parents • 4.3% of school psychologists report providing 5 or more presentations to parents

  44. Percent of Total Work Time • 504 Plan Development 2.80 • Initial Sp Ed Evals & Reevals 47.01 • Student Consultation (Individual & Group) 10.44 • Organizational/System Consultation 5.84 • Special Ed Focused Team 11.37 • General Ed Problem Solving Team 8.14 • Individual Student Counseling 5.75 • Student Groups 3.06 • In-Service for School Staff 2.79 • Presentations for Parents 0.76

  45. Percent of Total Work Time • Promoting Effective Academic Curriculum/ Instruction for All Students 11.96 • Promoting School-Wide Social- Emotional Supports for All Students 10.81 • Promoting Early Intervening Act’s 9.50 • Delivering Early Intervening Act’s 3.67 • Developing Intensive Individual Interv’s 16.12 • Delivering Intensive Individual Interv’s 7.09

  46. For information about this study, please contact Michael J. Curtis mcurtis@usf.edu Jose M. Castillo jmcastil@usf.edu

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